{"title":"Enhancing Pre-Service Mathematics Teachers' Competencies in Distance Education: An Empirical Investigation Utilizing Micro-Teaching and Peer Assessment","authors":"İpek Saralar-Aras, Habibe Güneş","doi":"10.1007/s10763-024-10501-2","DOIUrl":null,"url":null,"abstract":"<p>The COVID-19 pandemic has prompted pre-service teachers to assume various teacher roles in distance education, necessitating a diverse range of competencies. However, pre-service mathematics teachers have expressed the need for professional support to enhance their preparation for future teaching responsibilities. This study explores the impact of a designed training program on pre-service mathematics teachers' self-assessment of their knowledge regarding teacher roles in distance education. The training course comprised seven sessions dedicated to instructional design, technology integration, pedagogical strategies, classroom management, facilitation, social interaction, and evaluation. Additionally, three sessions provided support for participants in designing their micro-teaching activities, followed by four sessions of micro-teaching with peer assessment. Data collected through questionnaires, interviews, micro-teaching materials, and rubrics were analysed using t-tests and content analysis. The results demonstrate that the implemented training program, incorporating micro-teaching and peer assessment, significantly enhanced pre-service mathematics teachers' perceived competence in various teacher roles. Consequently, we recommend the integration of these methods into teacher training programs as valuable pedagogical approaches.</p>","PeriodicalId":14267,"journal":{"name":"International Journal of Science and Mathematics Education","volume":"20 1","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Science and Mathematics Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10763-024-10501-2","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The COVID-19 pandemic has prompted pre-service teachers to assume various teacher roles in distance education, necessitating a diverse range of competencies. However, pre-service mathematics teachers have expressed the need for professional support to enhance their preparation for future teaching responsibilities. This study explores the impact of a designed training program on pre-service mathematics teachers' self-assessment of their knowledge regarding teacher roles in distance education. The training course comprised seven sessions dedicated to instructional design, technology integration, pedagogical strategies, classroom management, facilitation, social interaction, and evaluation. Additionally, three sessions provided support for participants in designing their micro-teaching activities, followed by four sessions of micro-teaching with peer assessment. Data collected through questionnaires, interviews, micro-teaching materials, and rubrics were analysed using t-tests and content analysis. The results demonstrate that the implemented training program, incorporating micro-teaching and peer assessment, significantly enhanced pre-service mathematics teachers' perceived competence in various teacher roles. Consequently, we recommend the integration of these methods into teacher training programs as valuable pedagogical approaches.
COVID-19 的流行促使职前教师在远程教育中担任各种教师角色,这就要求他们具备各种能力。然而,职前数学教师表示需要专业支持,以加强他们对未来教学职责的准备。本研究探讨了设计的培训课程对职前数学教师自我评估远程教育中教师角色知识的影响。培训课程由七节课组成,分别涉及教学设计、技术整合、教学策略、课堂管理、引导、社会互动和评价。此外,还有三节课为学员设计微格教学活动提供支持,随后是四节微格教学与同行评价课。通过问卷、访谈、微课材料和评分标准收集到的数据采用 t 检验和内容分析法进行了分析。结果表明,结合微格教学和同伴评价的培训项目显著提高了职前数学教师对各种教师角色的认知能力。因此,我们建议将这些方法作为有价值的教学方法纳入教师培训计划。
期刊介绍:
The objective of this journal is to publish original, fully peer-reviewed articles on a variety of topics and research methods in both science and mathematics education. The journal welcomes articles that address common issues in mathematics and science education and cross-curricular dimensions more widely. Specific attention will be paid to manuscripts written by authors whose native language is not English and the editors have made arrangements for support in re-writing where appropriate. Contemporary educators highlight the importance of viewing knowledge as context-oriented and not limited to one domain. This concurs with current curriculum reforms worldwide for interdisciplinary and integrated curricula. Modern educational practice also focuses on the use of new technology in assisting instruction which may be easily implemented into such an integrated curriculum. The journal welcomes studies that explore science and mathematics education from different cultural perspectives.